Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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Enhancement of Teaching for Creativity of In-service Teachers Engaged inOnline Professional Development based on Hyper-Blended Practical Model

하이퍼 블렌디드 실천모델 전략 기반 온라인 직무연수에 참여한 교원의 창의성 교육에 대한 인식 변화

  • Youngmi Choi (Creative Education Center, Jeju National University) ;
  • Namje Park (Department. of Computer Education, Teachers College, Jeju National University)
  • 최영미 (제주대학교 창의교육거점센터) ;
  • 박남제 (제주대학교 교육대학 초등컴퓨터교육전공)
  • Received : 2022.12.06
  • Accepted : 2023.02.08
  • Published : 2023.02.28
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Abstract

Previous research exploring creativity has primarily focused on variables of creativity and creative learners. Considering the salient role of teachers, this study approached the importance of teaching for creativity of in-service teachers. This paper examined the effects of teacher training on teaching for the creativity of in-service teachers who were engaged in an online professional development based on a hyper-blended practical model, focusing on teacher self-efficacy, environmental encouragement, societal value, and student potential. The contents of the training included five topics understanding hyper-blended practical model, non-face-to-face blended teaching and learning, dynamic quantum teaching and learning, teaching and learning using AI, and creative education and the digital era. The collected responses from the 15 elementary and secondary school teachers were analyzed using Wilcoxon's sign-ranked test. The result demonstrated that the five weeks online professional development program significantly improved the participants' teaching for creativity in the three components, teacher self-efficacy (Z=-7.636), social value (Z=-7.968), student potential (Z=-3.615) and, total scores. On the self-assessment question regarding their creativity in general, the result revealed that the score increased from 7.13 in the pre-test to 8.13 in the post-test. Consequently, continuous studies on professional teacher training for creative education through fostering their digital competencies that enable in-service teachers to teach future blended learning in their teaching practice.

창의성 교육 관련 선행연구는 창의성 변인 및 학습자 대상의 연구를 중심으로 수행되어 왔으나, 창의성 교육에 핵심적인 영향을 미치는 현장교사의 인식 변화를 알아보는 접근도 필요하다. 이 논문은 2022 창의교육 핵심교원 직무연수의 사전 및 사후에 창의성 교육에 대한 교사의 인식을 자아 효능감, 환경적 지원, 사회적 가치, 학생의 잠재력 하위 요인 측면에서 조사하였다. 교원 연수의 내용은 하이퍼 블렌디드 실천모델의 이해, 비대면 블렌디드, 다이나믹 퀀텀, 인공지능 활용 교수·학습 및 평가방법, 디지털 시대의 교육환경 변화와 창의인재 양성으로 구성되었다. 온라인 형태의 직무연수에 참여한 초·중등학교 교원 15명의답변을 윌콕슨의 부호순위 검정으로 분석한 결과에 따르면 교사의 자아 효능감(Z=-7.636), 사회적 가치(Z=-7.968), 학생의 잠재력(Z=-3.615) 하위 요인에서 사전 보다 사후의 유의한 향상이 있었다. 교사가 일반적으로 스스로의 창의성을 평가한 문항에서도 사전 점수 평균 7.13. 점에서 온라인 직무연수의 사후 평균 8.13점으로 상승하였다. 이 연구에서 확인한 바와 같이 5주간에 걸친 온라인 교원연수가 참여 교사의 창의성에 대한 인식을 긍정적으로 변화시키는데 도움을 줄 수 있으며, 미래 블렌디드 수업을 위한 디지털 역량 강화를 중심으로 창의성 교육에 대한 교원 전문성을 신장시키는 직무연수의 운영을 지속할 필요가 있다.

Keywords

Acknowledgement

이 논문은 2022학년도 제주대학교 교육·연구 및 학생지도비 지원에 의해서 연구되었음.

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